La adaptación del espacio a las diversas situaciones didácticas

Abstract

The present article focuses on the organization of the classroom space as one of the most important factors of the implicit curriculum in infant education. Firstly, we define the “classroom space” as the framework in which teachers carry out didactic acts or practices. Secondly, we try to identify which school and classroom spaces are adequate and suitable for teachers’ didactic practices, in order to foster the achievement of the learning and development goals specified in the Italian National Curriculum Recommendations (Indicazioni Nazionali per il Curricolo).